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AHA Caloric/Dietary Requirements Table for Children and Adolescents: http://www.heart.org/HEARTORG/GettingHealthy/Dietary-Recommendations-for-Healthy-Children_UCM_303886_Article.jsp

Source:kidshealth.org

California WIC Program has the color-coded cards for fruits and vegetables to be used in the second activity The FDA provides nutritional estimates for fruits and vegetables (http://www.fda.gov/Food/LabelingNutrition/FoodLabelingGuidanceRegulatoryInformation/InformationforRestaurantsRetailEstablishments/ucm063367.htm)

5.
Energy Balance Weight Gain:ENERGY IN (Calories consumed) > ENERGY OUT (Calories burned) Same Weight:ENERGY IN (Calories consumed) = ENERGY OUT (Calories burned) Weight Loss:Energy IN (Calories consumed) < Energy Out (Calories burned)Activity: Given a one day sample diet and an estimate of calories burned, determine if the individual is gaining or losing weight

7.
How to Read Nutrition Labels Discuss serving sizes Limit saturated fats, trans fats, cholesterol, and sodium Get enough of potassium, fiber, vitamins A & C, calcium, and iron Use the Percent Daily Value (% DV) column when possible; 5% DV or less is low, 20% DV or more is high Activity: Read the nutritional labels for Cheetos. Ask the students to discuss why Cheetos are a “whoa” food.Source: NIH (National Heart, Lung, and Blood Institute)

14.
Moderation of Fats Rule of thumb: 30% of calories should be from fat Sample Meal: Two slices of bread = 13% fat (30 of 230 calories from fat) Two tablespoons of peanut butter = 75% fat (140 of 190 calories from fat) One tablespoon of jelly = 0% fat (0 of 50 calories from fat) One cup of 1% milk = 18 % (20 of 110 calories from fat) Apple = 0% (0 of 80 calories from fat) Total = 29% fat (190 of 660 calories from fat) Activity: Ask students to recall their lunch and identify the approx. percentage of calories from fatSource: Kidshealth.org

20.
Fruits and Veggies: Student Recognition and Initial Preferences Activity: Ask students to list fruits and veggies that they know. Fill in responses that were not discussed in class to get a complete list. Then have each student rate how much they like each fruit/vegetable on a scale of 1 (lowest) to 5 (highest) Finally, ask each student how often they eat major fruits and vegetables on a scale of 1 (never) to 5 (always)California WIC and FDA Nutritional

21.
Fruits and Veggies: Nutritional Information and Serving Sizes Activity: Ask students to write down all fruits they ate in the last 24 hours with approx. serving sizes Hand out the color cards that correspond with fruits and veggies eaten by the students. Review the nutritional benefits from each group, show the importance of eating fruits of different colors, and go through proper serving sizes Activity: Have students identify best sources of Vitamin A, C, Potassium,Source: FDA Nutrition FDA etc. based on Information

22.
Gardening Material (1) Activity: Placing the Plants The tomato plants should have an entire “slice”, while up to three other plants can share a sectionSource: HGTV

23.
Gardening Material (2) Activity: Installing the Plants With one hand, gently grasp the main stems of each plant, and with the other hand, tip the container upside down and gently squeeze or shake the container (Image 1) until the plant is released. If the plant is root-bound, gently tease the outer roots apart (Image 2) Plant the transplants at the same depth as they were in their containers, and firm the soil around the roots. Top-dress each plant with a handful or two of compost (Image 3). Note: Plant tomatoes a little deeper than they were in the pot / bend and bury part of the stem for “trenching”Source: HGTV Pizza Garden Guide

30.
Gardening Material Review significance of composting to build nutrient rich soil Activity: Create Your Own Compost Take a 2-liter plastic soda bottle, cut its top off, and remove all labels. Poke holes around the middle section (to provide air to worms) and the bottom (to allow for drainage). Place approximately 1 to 2 inches of moist, shredded newspaper in the bottle. Then place 1 to 2 inches of shredded lettuce on top of the newspaper. Continue alternating the layers until you reach the top of the bottle. Don’t pack the layers down or make the bedding too wet. Add 10 to 12 red worms on top. Wrap black construction paper around the bottle and tape the ends together to form a tube that can be slipped on and off for viewing purposes. Cover the top of the bottle with dark cloth and secure it with a rubber band to prevent light and flies from entering the compost. Place the worm bottle on a tray for drainage purposes. Add new food every three to four days and cover with more shredded newspaper. Spray to keep moist. You can add fruit and vegetable peels as well, but do not add foot faster than the worms can digest. Add the compost/worm castings to the garden after a month or two. Lightly sprinkle them in the holes in whichSource: Nutritionto replenish thearound bottle to keep the cycle seeds are to to Grow On Curriculum seedlings. Remember be planted or worm the new

33.
Portion Control: Opening a) Always Survey1. How often do you Value-size, Supersize, Mega-size or “whatever-size” your burgers, sodas or fries? b) Sometimes c) Never2. When you eat a packaged snack or dessert (like chips, crackers, cookies, or ice cream) do you usually: a) Take out what you want and then put the package away b) Take out what you want, but leave the package out, in case you want more. c) Eat straight out of the package, sometimes until nothing is left.3. How often do you read the label on food packages to see what the serving size is? a) Usually b) Sometimes c) Never4. How often do you check the label to see how many calories are in a serving”? a) Usually b) Sometimes c) Never5. When you go to the movies, what size popcorn do you get? a) The biggest tub they have b) Medium size c) Smallest d) Don’t buy food at the movies Source: Texas WIC Portion Control

34.
Appropriate Portion Sizes “Eating with Our Eyes” leads to excess calories Demonstration 1: Ask students to pour recommended serving size of juice (4-6 oz) into a pitcher and see how close they come Demonstration 2: Ask students to make a PB&J sandwich with only 2 tablespoons of peanut butter (normal serving) and ask them to compare to their usual portion Demonstration 3: Ask students to look at different tortilla sizes. Compare calories between tortillas (including whole grain options) and encourage students to eat smaller tortillas Demonstration 4: Ask students how many serving sizes are in microwavable popcorn bags (2.5). Show how this compares to the whole bag of popcorn, which people eat individually Activity: Have students select one area to improve portion sizesSource: Texas

37.
Gardening Material Activity: Maintaining & Growing the Garden Water the plants properly Tomatoes need more water than the other plants, followed by basil and peppers; rosemary and thyme will need less water Adding fertilizer Diluted liquid fish emulsion to replace soil nutrients Remove weeds Students should actively look for harmful weeds Support tomatoesSource: Nutrition toplant stem HGTV or wooden stake Tie Grow On, to cage

40.
How bad is fast food? Activity: Ask students where they get fast food, how often they go, and what they typically order Show students that there are 16 sugar cubes in a “small” 20 oz. soda Show students that a Big Mac has 6 teaspoons of shortening fat (30 g total)Source: Texas WIC

41.
Eat Healthy Away from Home Do Order a kids meal Share a meal with friends/family Ask for no mayo, dressing on the side Pack up half of a lunch/dinner in a to-go box before even starting the meal Ask if you could get the lunch-sized portion of dinner dishes Don’t Supersize your meals unless you plan to share Order the largest size of drinks or main coursesSource: Texas WIC

42.
Gardening MaterialActivity: For the final lesson, students should gather whatever vegetables and herbs are ready to be harvested They also should transplant seedlings from the greenhouse trays to garden plots in preparation for the next cycle